Peggy Semingson, Kathryn Pole, Jodi Tommerdahl


This paper focuses on approaches and practices for developing biliteracy and bilingualism across diverse international settings. The authors present a framework for why bilingual books can be used to develop both native language and second or other languages through reading and writing activities. Bilingual books and a basic taxonomy of types of bilingual books are described. A rationale for their use is provided in that bilingual books provide linguistic resources such as vocabulary development for students to develop across two languages (Ernst-Slavit&Mulhern, 2003) while also fostering awareness of cultural and social awareness (e.g, Botelho& Rudman, 2009). The authors provide specific examples of both linguistic and cultural support. Specific activities that promote bilingualism and biculturalism as an aim include read-aloud, shared reading, and writing instruction which can incorporate the use of student-created books in both languages. These student-written bilingual texts can draw on local cultural and linguistic practices in their composition (e.g., Dworin, 2006). Finally, the authors conclude with ways that cross-age reading and family involvement can support bilingual development by using bilingual books.

Full Text:


Copyright (c)

European Scientific Journal (ESJ)


ISSN: 1857-7881 (Print)
ISSN: 1857-7431 (Online)



To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.

Publisher: European Scientific Institute, ESI.
ESI cooperates with Universities and Academic Centres on 5 continents.